Writing prompt for 4/16: In his speech before the United Nations assembly, Bernard Baruch states that when it comes to war, “Victor, vanquished, and neutrals alike are affected physically, economically, and morally.” In a well-organized essay, defend, challenge, or qualify this statement. Use evidence from your reading, observation and/or experience to support your position.
A MODEST PROPOSAL Due: Mon. April 20 Using Swift’s piece as a guide, write your own satirical proposal for a situation or issue that you think should be suitably addressed but has not been. You may focus on school issues, teen issues, community issues, national issues or international issues -- whatever floats your boat!
(one exception – you may not focus on the issue of homework)
However, you must include the following parts in your piece:
1. Clear, developed statement of the problem
2. Clear proposal of a satirical solution(s) to the problem
3. Anticipated results of this solution (develop appropriately) 4. A list of obvious real-life solutions that have not been attempted (which you should “brush off” using understatement)
Be sure to include these key components of satire in your writing:
- exaggeration
- understatement
- irony / sarcasm
15 Points
Current Weekly Syllabus:
Weekly Syllabus4/14/09 –4/24/09
Tues. 4/14 - * Review selected past speeches – annotations
Thomas More, ALBD/TKAM, Sermon on the Mount, St. Francis, and Jonathan Edwards
Things to look for / things that were missed
T-shirt sizes
HW: Revisit annotations for Anthony, Darrow, and Baruch speeches
Read, annotate, and journal Socrates' Apology
4/15 - * Review packets for Anthony, Darrow and Baruch speeches / mc questions
Bring all 3 packets tomorrow for in-class writing topic TO BE ANNOUNCED
Brief review – writing argument essays for the AP exam
4/16 - * In-class essay (check wikispace on Thursday if you are absent to get prompt to complete for homework – 40 minute max.)
HW: Read Swift’s A Modest Proposal pp. 914-921;
review Questions on Rhetoric and Style, then journal specifically
Include answers for Q for D - #4, 5, 6, 7
Mon. 4/20 - * Discuss A Modest Proposal – be sure to have completed journal entry with you!
4/24 - * Discussion on Plato
HW: Complete Modest Proposal
Monday, March 23 - completion: Great Speeches presentations HW:
Tues. 3/24 - Sir Thomas More / ALBD and TKAM
Wed. 3/25 - Sermon on the Mount and St. Francis to the birds
Thurs. 3/26 - Jonathan Edwards "Sinners in the Hands of an Angry God" - annotate + multiple choice
1/20/09 – 3/6/09 Tues. 1/20 - * Get back columnist projects – check to see if there are opportunities for further
completion to enhance grade (all revisions due by Thursday.)
*Watch Inaugural HW: Get a copy of the text of the speech, annotate and come ready for discussion
1/21 - *Rotating groups – discuss analysis of speech – strategies, etc.
*Pick out possible “sound bites” that either will or will not last through time.
*Share as a class
1/22 - *New York Times handout of famous speechwriter’s analysis of Obama’s speech
*Read, note discrepancies, discuss in groups, review as a class
1/23 - *Review multiple choice answers from midterm.
*Note what types of questions were more successful / more challenging
*Begin more comprehensive review of the passages used for comprehension,
vocabulary, strategies, etc. ESSENTIAL QUESTION: How does our work (or lack of work) shape or influence our dignity, our lives, and the way we interact with the community and the larger world?
Mon. 1/26 - *In-class reading / journaling of Lars Eighner’s “Dumpster Diving” – 50 Essays
1/27 - *Return journals from MP2 / Distribute new journal process information - DISCUSS
*Grades for MP2 and midterm grades
General discussion of midterm essays
*Equation to compute AP exam score for predictor
Brief discussion of “Dumpster Diving” – finished?
HW: Read and journal Barbara Ehrenreich’s from Serving in Florida TLC 179-190 for Thursday. Select 4 of the “Questions on Rhetoric and Style” and incorporate
the answers in your journal entry.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - REVISED / ADDITIONAL 1/28 - SNOW DAY
1/29 - Course Scheduling
1/30 - *Complete MC review
*Review midterm essay #1 with anchor papers/ College Board assessment
HW: Begin to consider possible topics of interest from your independent reading book
(Mountains Beyond Mountains or Three Cups of Tea) for research.
Mon. 2/2 - *Review midterm essay #2
2/3-5 - Library – Research for Independent Reading Synthesis topic
2/6 - PSSA Writing Review
Mon. 2/9 – 12 - Writing PSSA HW: Work on research materials
2/13 - Review PSSA
Review examples of journal entries for Dumpster Diving; discuss how to optimize journals HW: Review Dumpster Diving and from Serving in Florida for discussion
Mon. 2/16 - Substitute – Create a chart that compares and contrasts Lars Eighner and Barbara
Ehrenreich and her co-workers in terms of their attitudes, approach toward work / experiences, etc.
2/17 - *MC questions on Dumpster Diving – review and discuss. Note vocabulary.
*Discussion of reading.
HW: Read and journal Booker T. Washington’s The Atlanta Exposition Address pp.191-194 .
2/18 - *Discussion of Booker T.
*Stamp journals J
*Poem: Booker T. and W.E.B
HW: ESSAY – Suggestions for Writing #3 p. 196 – DUE MONDAY For 2/19 – Read Selzer’s The Surgeon as Priest TLC 197-204 and in addition to journaling, answer questions #2,7, and 8 specifically
2/19 - *Selzer discussion
*Comparison to Paul Farmer?
HW: Read O’Keefe Traveling Bra Salesman AND Carlyle from Labour Consider questions in book as you journal.
2/20 - *Discuss reading
*Strategies for making meaning of Carlyle?
*Connections to current economic situation?
*Collect journals
HW: Read Dillard The Writing Life (The Stunt Pilot) 212-221; write response on separate paper to be added to your journal.
Mon. 2/23 - *Collect Booker T. and W.E.B. paper
*Finish discussion of Carlyle and O'Keefe . . . *Discuss Dillard (Discussion took place 2/24) *How does the Stunt Pilot’s work differ from those we have been reading about? How does that affect tone and purpose? ESSENTIAL QUESTION: What can we learn about our evolving understanding of history,
the present, and the future by studying how humans communicate important ideas and memorialize important occasions through the speeches they make?
*Handouts – Lincoln’s 2nd Inaugural / And the WarCame packet
HW: Read the speech carefully and write a response re: what you notice, considering your understanding of the historical implications. Then read the packet. Pay particular attention to White’s rhetorical analysis of the speech. Revisit your entry. 2/25 - *Discuss Lincoln’s 2nd Inaugural specifics
*What insight did White provide about the magnitude of this short speech? *Speech Unit project (Note – we have fewer shorter papers, but 2 “project” papers for this marking period. Be sure to keep work ongoing, and be mindful of due dates.) HW: Begin search for a speech for your project 2/26 - *Comparison – Lincoln’s first inaugural to second inaugural *Review of other “standard inaugural speeches”
HW: FDR inaugural speech analysis / MC questions 2/27 - *Review analysis of FDR / MC answers *Questions on upcoming papers
HW: Research 3/2 – 3/6 Independent Work + In-class assignments / conferencing on papers/writing/etc. DUE DATE CHANGE FOR RESEARCH DRAFT - NOW DUE NO LATER THAN MONDAY, MARCH 16. **
FDR Inaugural
Patrick Henry
Bush - War in Iraq
Queen Elizabeth to the troops
King Henry to his troops (Shakespeare)
Gettysburg Address
Elie Wiesel on Indifference
William Wilberforce
Malcolm X
Sir Thomas More A Lesson Before Dying / To Kill a Mockingbird
AP English Language and CompositionAnchor Papers for AP prompts"
Writing prompt for 4/16:
In his speech before the United Nations assembly, Bernard Baruch states that when it comes to war, “Victor, vanquished, and neutrals alike are affected physically, economically, and morally.” In a well-organized essay, defend, challenge, or qualify this statement. Use evidence from your reading, observation and/or experience to support your position.
A MODEST PROPOSAL
Due: Mon. April 20
Using Swift’s piece as a guide, write your own satirical proposal for a situation or issue that you think should be suitably addressed but has not been. You may focus on school issues, teen issues, community issues, national issues or international issues -- whatever floats your boat!
(one exception – you may not focus on the issue of homework)
However, you must include the following parts in your piece:
1. Clear, developed statement of the problem
2. Clear proposal of a satirical solution(s) to the problem
3. Anticipated results of this solution (develop appropriately)
4. A list of obvious real-life solutions that have not been attempted (which you should “brush off” using understatement)
Be sure to include these key components of satire in your writing:
- exaggeration
- understatement
- irony / sarcasm
15 Points
Current Weekly Syllabus:
Weekly Syllabus 4/14/09 – 4/24/09
Tues. 4/14 - * Review selected past speeches – annotations
Thomas More, ALBD/TKAM, Sermon on the Mount, St. Francis, and Jonathan Edwards
HW: Revisit annotations for Anthony, Darrow, and Baruch speeches
Read, annotate, and journal Socrates' Apology4/15 - * Review packets for Anthony, Darrow and Baruch speeches / mc questions
4/16 - * In-class essay
(check wikispace on Thursday if you are absent to get prompt to complete for homework – 40 minute max.)
4/17 - * Review Independent Reading Synthesis Essays REVISION!!!!! - peer edit Baruch essays / discuss Socrates speech
- Revisions due no later than May 20.
HW: Read Swift’s A Modest Proposal pp. 914-921;review Questions on Rhetoric and Style, then journal specifically
Include answers for Q for D - #4, 5, 6, 7
Mon. 4/20 - * Discuss A Modest Proposal – be sure to have completed journal entry with you!
- Satire / effectiveness / Diction / Detail / Prejudices
HW: Create your own Modest Proposal (details to come) – due 4/274/21 - * Complete AMP discussion
4/22 - Test preparation discussion – the synthesis essay
HW: Review synthesis materials
4/23 - In-class synthesis essay
HW: Read and journal Plato’s The Allegory of the Cave in 50 Essays or
**http://www.historyguide.org/intellect/allegory.html**
4/24 - * Discussion on Plato
HW: Complete Modest Proposal
Monday, March 23 - completion: Great Speeches presentations
HW:
Tues. 3/24 - Sir Thomas More / ALBD and TKAM
Wed. 3/25 - Sermon on the Mount and St. Francis to the birds
Thurs. 3/26 - Jonathan Edwards "Sinners in the Hands of an Angry God" - annotate + multiple choice
1/20/09 – 3/6/09 Tues. 1/20 - * Get back columnist projects – check to see if there are opportunities for further
completion to enhance grade (all revisions due by Thursday.)
*Watch Inaugural HW: Get a copy of the text of the speech, annotate and come ready for discussion
1/21 - *Rotating groups – discuss analysis of speech – strategies, etc.
*Pick out possible “sound bites” that either will or will not last through time.
*Share as a class
1/22 - *New York Times handout of famous speechwriter’s analysis of Obama’s speech
*Read, note discrepancies, discuss in groups, review as a class
1/23 - *Review multiple choice answers from midterm.
*Note what types of questions were more successful / more challenging
*Begin more comprehensive review of the passages used for comprehension,
vocabulary, strategies, etc.
ESSENTIAL QUESTION: How does our work (or lack of work) shape or influence our dignity,
our lives, and the way we interact with the community and the larger world?
Mon. 1/26 - *In-class reading / journaling of Lars Eighner’s “Dumpster Diving” – 50 Essays
1/27 - *Return journals from MP2 / Distribute new journal process information - DISCUSS
*Grades for MP2 and midterm grades
- General discussion of midterm essays
*Equation to compute AP exam score for predictorHW: Read and journal Barbara Ehrenreich’s from Serving in Florida TLC 179-190
for Thursday. Select 4 of the “Questions on Rhetoric and Style” and incorporate
the answers in your journal entry.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
REVISED / ADDITIONAL 1/28 - SNOW DAY
1/29 - Course Scheduling
1/30 - *Complete MC review
*Review midterm essay #1 with anchor papers/ College Board assessment
HW: Begin to consider possible topics of interest from your independent reading book
(Mountains Beyond Mountains or Three Cups of Tea) for research.
Mon. 2/2 - *Review midterm essay #2
2/3-5 - Library – Research for Independent Reading Synthesis topic
2/6 - PSSA Writing Review
Mon. 2/9 – 12 - Writing PSSA
HW: Work on research materials
2/13 - Review PSSA
Review examples of journal entries for Dumpster Diving; discuss how to optimize journals
HW: Review Dumpster Diving and from Serving in Florida for discussion
Mon. 2/16 - Substitute – Create a chart that compares and contrasts Lars Eighner and Barbara
Ehrenreich and her co-workers in terms of their attitudes, approach toward work / experiences, etc.
2/17 - *MC questions on Dumpster Diving – review and discuss. Note vocabulary.
*Discussion of reading.
HW: Read and journal Booker T. Washington’s The Atlanta Exposition Address
pp.191-194 .
2/18 - *Discussion of Booker T.
*Stamp journals J
*Poem: Booker T. and W.E.B
HW: ESSAY – Suggestions for Writing #3 p. 196 – DUE MONDAY
For 2/19 – Read Selzer’s The Surgeon as Priest TLC 197-204 and in addition to journaling, answer questions #2,7, and 8 specifically
2/19 - *Selzer discussion
*Comparison to Paul Farmer?
HW: Read O’Keefe Traveling Bra Salesman AND Carlyle from Labour
Consider questions in book as you journal.
2/20 - *Discuss reading
*Strategies for making meaning of Carlyle?
*Connections to current economic situation?
*Collect journals
HW: Read Dillard The Writing Life (The Stunt Pilot) 212-221; write response on separate paper to be added to your journal.
Mon. 2/23 - *Collect Booker T. and W.E.B. paper
*Finish discussion of Carlyle and O'Keefe . . .
*Discuss Dillard (Discussion took place 2/24)
*How does the Stunt Pilot’s work differ from those we have been reading about? How does that affect tone and purpose?
ESSENTIAL QUESTION: What can we learn about our evolving understanding of history,
the present, and the future by studying how humans communicate important ideas and memorialize important occasions through the speeches they make?
*Handouts – Lincoln’s 2nd Inaugural / And the War Came packet
HW: Read the speech carefully and write a response re: what you notice, considering your understanding of the historical implications. Then read the packet. Pay particular attention to White’s rhetorical analysis of the speech. Revisit your entry.
2/25 - *Discuss Lincoln’s 2nd Inaugural specifics
*What insight did White provide about the magnitude of this short speech?
*Speech Unit project (Note – we have fewer shorter papers, but 2 “project” papers
for this marking period. Be sure to keep work ongoing, and be mindful of due dates.)
HW: Begin search for a speech for your project
2/26 - *Comparison – Lincoln’s first inaugural to second inaugural
*Review of other “standard inaugural speeches”
HW: FDR inaugural speech analysis / MC questions
2/27 - *Review analysis of FDR / MC answers
*Questions on upcoming papers
HW: Research
3/2 – 3/6 Independent Work + In-class assignments / conferencing on papers/writing/etc.
DUE DATE CHANGE FOR RESEARCH DRAFT - NOW DUE NO LATER THAN MONDAY, MARCH 16. **
SPEECH UNIT Due date: Friday, March 20
Resources:
http://www.historyplace.com/speeches/previous.htm http://www.americanrhetoric.com/ http://www.digitalhistory.uh.edu/speeches/speeches.cfm Sign up for your speech on the discussion page.
Items for Journal due by 3/26:
Dillard "The Stunt Pilot"
Lincoln - 2nd Inaugural + annotations
Annotations for the following:
FDR InauguralPatrick Henry
Bush - War in Iraq
Queen Elizabeth to the troops
King Henry to his troops (Shakespeare)
Gettysburg Address
Elie Wiesel on Indifference
William Wilberforce
Malcolm X
Sir Thomas More
A Lesson Before Dying / To Kill a Mockingbird